The aim of this research is to investigate the relationship between secondary school students’ perceived role models and their self-regulation skills in science. The research uses the explanatory-sequential approach, a mixed methods design. The sample of the research consists of 1,100 students studying at each grade of middle school during the 2018–2019 academic year. The study group includes 12 students from each middle school grade level. A role model study group was also formed with 17 individuals. The quantitative data have been collected using the author- developed Self-Regulation for Science Scale and the Perceived Role Models Scale; the qualitative data were collected using semi-structured interviews and the Role Model Self-Evaluation Form. The quantitative data have been analyzed with structural equation modeling (SEM) using the programs SPSS 20 and LISREL 8.80. The research examines six latent variables and 56 indicator variables over 1,100 observations. Content analyses were used to analyze the qualitative data and descriptive analyses was performed on the data obtained regarding role models. Reproduction and retention are found to predict self-regulation in science, while motivation does not. Including role models in the process is recommended for increasing learners’ self-regulation skills.